e-ISSN: 1309-517X

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Keyword: experience

Review Article
A systematic review of changing conceptual to practice in learning experience design: Text mining and bibliometric analysis
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep453
Research Article
Designing the 'new normal': Key insights from the pandemic for transforming online learning going forward
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep446
Research Article
The Effects of Previous Experience and Self Efficacy on the Acceptance of e-Learning Platforms Among Younger Students in Saudi Arabia
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep349
Research Article
Students’ Level of Satisfaction and Their Technological Proficiency Growth in Teacher Education Coursework
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep337
Research Article
The Satisfaction of the Special Need’ Students with E-Learning Experience During COVID-19 Pandemic: A Case of Educational Institutions in Indonesia
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep334
Research Article
Examining Teachers’ Behavioral Intention to Use E-learning in Teaching of Mathematics: An Extended TAM Model
CONT ED TECHNOLOGY, Volume 13, Issue 2, Article No: ep298
Research Article
“It’s the Combination That Works”: Evaluating Student Experiences with a Multi-element Blended Design in First-year Law
CONT ED TECHNOLOGY, Volume 9, Issue 4, pp. 405-422
Research Article
Improving Students' Educational Experience by Harnessing Digital Technology: elgg in the ODL Environment
CONT ED TECHNOLOGY, Volume 4, Issue 4, pp. 236-248
Research Article
Blogging for Teaching and Learning: An Examination of Experience, Attitudes, and Levels of Thinking
CONT ED TECHNOLOGY, Volume 4, Issue 3, pp. 172-186
Research Article
An Investigation of University Students' Ownership, Usage, and Skill with Technology: Key Factors for Course Design
CONT ED TECHNOLOGY, Volume 3, Issue 2, pp. 99-114
Research Article
Unconventional Roles and Activities Identified by Instructional Designers
CONT ED TECHNOLOGY, Volume 1, Issue 2, pp. 134-147
The articles published in this journal are licensed under the CC-BY Creative Commons Attribution International License.
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